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use punctuation

• Tell students to work in pairs and to cover the directions on the right of the page. They should then read the unpunctuaied text out loud to each other and decide where the punctuation should go in order for the text to make sense.

• Ask the class why the punctuation is necessary in the extract. They should recognize that it doesn't make sense without it. Then ask them the question in the book. This information is recycled from earlier units, so if they have problems remembering or expressing the answer, refer them to pp.6-14 to remind them.

guidance notes

Although full stops, commas, and capital letters are recycled from earlier units, this is the first time that students are asked to punctuate a piece of continuous text at paragraph level. Doing the exercise as a spoken activity should help students to see the sense boundaries in the text and to make the link between intonation and punctuation.

use prepositions

• Emphasize that the sentences have to make sense as-well as being grammatically correct. Then ask students to do this alone before comparing their ideas with a partner.

• After checking the answers, pairs could test each other by saying the first part of the sentences for their partner to complete. The sentences can be completed in different ways as long as the endings make sense and are correct.

ideas plus

You could ask students to make up different endings for the same sentence beginnings. Tell them not to write the endings in the same order as the beginnings and monitor as they are writing. Then tell them to swap endings with their partner so they can match the beginnings and endings.

answer key lc, 2a, 3d, 4e, 5b (4b is grammatically correct, but it would be more usual (and cleaner) to tell someone which number bus to get on, as there are generally a large number of buses at a station.)

spell check

• Tell students to do this in pairs and to say the words out loud to each other before deciding which letters they can't hear. Ask students to call out the three words with the same sound and spelling pattern and see how many more they can think of. Add these and encourage them to make a note of the words.

answer key a school, right, walk, lifbts, minutes, bridge, hi§H b right, Lights, high; possible answers: fight, might, night, sight, tight write directions

• Students could do this alone before comparing their answers with a partner or in pairs. Let them know that this is a second model which they can refer to when they come to do the writing task.

* For the writing task, encourage students to think about the task as having a real purpose and to work with someone who doesn't know the way to their house or flat. This will help with the second stage when a student is really trying to understand the directions. Even ii nothing is underlined by a partner in exercise b, ask students to check their own directions carefully and improve them if necessary.

answer key

Ask students to draw a simple map to go with their directions, as in exercise 1. Tell them to leave three details off the map so their partner can add them to the map as they read the directions. This will give students a good reason for reading and serve as a comprehension check at the same time.

nine

1 use topic vocabulary

You have won a luxury holiday. You can have two "extras' with your holiday. Choose two from the box.

a cook a swimming pool a tennis court a Jacuzzi an ocean i/iew a private beach a butler a sauna

2 find information a Read about the holiday homes of rich and famous people. Who owns

1 six Japanese bungalows?

2 a one-bedroom apartment?

3 a group of three houses?

4 a four-bedroom house?

5 a five-bedroom family home?

b In the text, underline the extras that you get with each house. (See the example.) Which house has the most extras?

3 read closely

Which place is good for

1 an office party?

2 a newly-married couple?

3 three families looking for adventure?

4 a big family who want to feel like film stars?

5 a big group of friends who want a quiet holiday?

4 talk about the text a Which famous person's holiday home would you like to stay in

1 with your family?

2 with your classmates?

3 with your girlfriend / boyfriend?

b Compare with a group.

butier / bAtls/ (noun) somebody who helps people in a very big house bungalow /'bAngatao/ (noun) a house that only has one floor rent /rent/ (verb) pay money to use something, e.g. a house/car

Star /sta:/ (noun) a famous person, e.g. a film star or rock star low season /bo 'si:zn/ (phrase, opposite: high season) a quiet time of year for tourists resort /ri zoit/ (noun) a place where people go on holiday

Rent a star's holiday home

Cilia Black Why not take a special person for a romantic

Barbados holiday? You can rent Cilia Black's one-bedroom i , Barbados apartment with a pool and a Jacuzzi for

^ ^ only £1,505 per week at certain times of the year.

Minnie For the true star experience, you can rent Minnie Driver Driver's family home in Barbados for £5,000 per Barbados week. Minnie spent a lot of her childhood there. | It has five bedrooms, ocean views, a tennis court, and a pool- It also includes a cook, a driver, a butler, and cleaners.

Bruce Willis Bruce Willis's group of three houses, known Turks as The Residence, is a really exciting place to rent & Caicos on the Turks & Caicos Islands. It is in Parrot Cay, and each house costs £14,800 per week in low V;C season. They each have three bedrooms, their

"f own pool, and a private beach. They also have a butler, a cook, and cleaners.

Mick Jagger Rolling Stone Mick Jagger built the perfect private Mustique holiday resort at L'Ansecoy Bay, Mustique. Twelve v 4 people can sleep in the six Japanese bungalows on

Aj^ the beach. They each cost £9,000 per week to rent, with a cook.

Elvis Presley The King of Rock 'n Roll and his wife Priscilla Palm bought this house in Palm Springs, California when Springs they got married. It has four double bedrooms, saunas, and a swimming pool, and costs £4,500 per ^ week. An Elvis-mad Japanese businessman bought it in 1989 for £2 million. You can rent it for holidays, Elvis fan club meetings, and business events.

£1 =■ about €1.5

goto self-assessment p.60 vocabulary diary p. 62

text theme holiday homes of the the rich and famous time 40-50 mins use topic vocabulary

• You need to get the idea across right at the start of the lesson that these holiday homes are luxury' houses belonging to the rich and famous (as opposed to 'ordinary' people). Draw attention to the picture of the house and ask the class if they can see any of the 'extras' listed in exercise 1. Check understanding of the remaining words and phrases (you can refer students to the glossary for butler). It's a good idea to check pronunciation of the list of words now because they will come up again throughout the lesson.

• Explain that students have won a luxury holiday (i.e. it's free for them). Working alone, tell them to choose two 'extras' for their holiday, then compare their ideas in small groups. In feedback, ask individual students to explain their choices.

guidance notes

Depending on your class profile, your students may find the topic of luxury holiday homes belonging to rich and famous people rather a strange idea. Keep the tone of the lesson light and encourage students to fantasize about where they would like to go, and what luxuries they would enjoy if they won the lottery, for example.

2 find information

• Ask the class what a bungalow is (it's in the glossary). Then tell them to find the answers to exercise 2a as quickly as they can. You could do this as a race in pairs to inject some pace into the exercise. Check the answers and find out if students know ail the celebrities in the texts. If they don't, encourage students who do know them to explain who they are.

• For exercise 2b, focus students on the box of 'extras' again in exercise 1, and tell students to find these things in each section of the text and underline them.

guidance notes

Although these particular houses are extraordinary, the descriptions of them apply to more 'ordinary7 houses and are useful chunks of vocabulary for students to record, e.g. a one-bedroom apartment and a family home. Remind students to record useful new vocabulary in the vocabulary diary at the back of their books.

answer key a 1 Mick dagger, 2 Cilia Black, 3 Bruce Willis, 4 Elvis Presley, 5 Minnie Driver b Cilia Black: a swimming pool, a jacuzzi; Minnie Driver: ocean views, a tennis court, a pool, a cook, (a driver), a butler; Bruce Willis: three pools, a private beach, a butler, a cook (cleaners); Mick Jagger: a cook; Elvis Presley: saunas, a pool Minnie Driver's house has the most extras (including a driver, which is not listed in exercise 1).

read closely

• Focus students on the descriptions of the groups of people in the questions, and ask them to guess how many people might be in an office party, a couple, etc. This will help them to decide which place would be best for each situation. Tell students to read again carefully, picking up on details in the text, and then to discuss their ideas with a partner. There are logical answers here, but if students come up with different answers, ask them to explain their reasons and accept any sensible ideas.

answer key (possible answers)

1 Elvis Presley (business events), 2 Cilia Black (a romantic holiday; a one-bedroom apartment), 3 Bruce Willis's houses (o realty exciting place, three bedrooms), 4 Minnie Driver's family home (the truestar experience, five bedrooms), 5 Mick Jagger's bungalows (private holiday resort, twelve people in six bungalows - this sounds suitable for a Large group of couples and / or friends rather than families)

talk about the text

• Give students a few minutes to think about this alone. Tell them to think of reasons for their choices for each situation. Then put them in groups to compare their ideas. In feedback, you could ask for a show of hands for each holiday home, and ask some students who have raised their hands to explain their choices. Find out which holiday home is the most popular for each of the three situations.

guidance notes

See the guidance notes for exercise 1. Tell students that money is not an issue, i.e. they have won a 'free' luxury holiday in one of the houses, and can choose the house that they feel would suit them best.

nine writing

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